Access Type

Open Access Dissertation

Date of Award

1-1-2016

Degree Type

Dissertation

Degree Name

Ed.D.

Department

Curriculum and Instruction

First Advisor

Shlomo Sawilowsky

Abstract

ABSTRACT

Even with the rapid changes that individuals are currently experiencing in the U.S. as a result of its fluctuating economy, increased immigration, and evolutionary technological advances, there is not a curriculum or course requirement that exists for Michigan students in secondary level education programs which specifically addresses the issue of acculturation and multiculturalism. This situation is a present reality. Whether planned or unceremoniously imposed, adjusting to a new way of life can be challenging for many people, and establishing a venue for learning the skills to successfully accomplish this task is imperative. If there is a demonstrated need for curriculum in this area, what objectives would be established, and who should provide the content for those requirements? To answer these questions and frame an effective methods approach for responding to the research questions specifically associated with this study, the Constructivist’s Interpretive Research Paradigm and the Philosophy of Phenomenology have been used to collect, analyze, and interpret pertinent data gathered from an online documentary analysis supported with participants’ answers to interview questions. This research explores implications of having overlooked the need for a comprehensive discourse about the topic introduced, and provides a response that will produce long-term benefits for individuals and society as a whole. In this context, the study was conducted to: 1. Learn what is currently being done to develop/implement curriculum and instruction on the topic of acculturation and multiculturalism; 2. Document and add to the knowledge base relevant findings; and 3. Synthesize information compiled to define and propose effective solutions to the problem introduced. Specifically, when referring to American students, there has to be an acknowledgement that the composition of student body participants has dramatically changed in the U.S. during recent years, and the content of curriculum and instruction presented to them must also be revised in order to accommodate the transformation of our country’s demographic structure.

Keywords: Acculturation, multiculturalism, graduates, post-secondary education, the workforce, a qualitative study, employment skills, curriculum, training, needs assessment.

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